scholarly journals A Novel Framework of Success Using of E-Assessment During Corona Pandemic

2021 ◽  
Vol 16 (12) ◽  
pp. 215
Author(s):  
Sultan Refa Alotaibi
Keyword(s):  
Educational Process ◽  
Learning Systems ◽  
Assessment System ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
Electronic Assessment ◽  
The World ◽  
E Learning ◽  
Learning Platforms ◽  
Education Process

Recently, the concept of e-learning has spread widely in many universities around the world under the current circumstances (the Corona pandemic), which made e-learning in many countries compulsory for all its students in universities in order not to stop the educational process. In light of the great improvement that some countries are witnessing in information and communications technology (ICT) sector and e-learning platforms, it has become very important to pay attention to the electronic assessment (e-assessment) side, which appeared side by side with e-learning systems. This kind of assessment is overcome some of the limitations in the paper-based assessment. One of the advantages of an electronic assessment (e-assessment) is the ability to provide feedback to the student immediately. Most of the universities around the world were providing e-learning to their students as a development option for the education process, on condition that they attend to take the exam in the universities in attendance. But in the Corona crisis, this thing was not possible, especially in subjects that have very large number of students, so (e-assessment) has become a basic option for most universities in order to achieve the principle of social distancing. Therefore, this paper examines the factors that affect academic acceptance of (e-assessment) system.

scholarly journals Linking E-Assessment to Student's Use of Online Learning Content

2009 ◽  
pp. 532-541
Author(s):  
Kar-Tin Lee ◽  
Hitendra Pillay ◽  
Vinesh Chandra
Keyword(s):  
Secondary Students ◽  
Management System ◽  
Assessment System ◽  
Information And Communications Technology ◽  
Assessment Tools ◽  
Online Assessment ◽  
Communications Technology ◽  
Content Assessment ◽  
Learning Content ◽  
E Learning

This article will examine the development and implementation of two information and communications technology (ICT) e-assessment tools—a diagnostic assessment system and an intelligent content assessment marking system—for the teaching of secondary science. An e-learning management system (ELMS, see Figure 1) was used with second-year secondary students in science which provided both content and online assessment tools for teachers. By using this system, teachers had the opportunity to modify how they assessed their students by shifting the skills and knowledge being tested and also when and at which stage of the learning they are tested. The use of the ELMS had also assisted teachers to move away from the narrow confines of standardised tests with their discrete and decontextualized ‘items’ towards more complex, holistic, contextualised, and authentic forms of assessment (e.g., Pellegrino, Chudowski, & Glaser, 2001).

About Masters in Distance Education Experts for E-Learning Systems

2016 ◽  
pp. 171-183
Author(s):  
Dietrich Brandt ◽  
Alexander Andreev ◽  
Vladimir Kukharenko ◽  
Aleksey Kochetkov ◽  
Ludmila Uljanchenko
Keyword(s):  
Distance Education ◽  
Primary School ◽  
Learning Systems ◽  
Master Program ◽  
The World ◽  
E Learning ◽  
Education Process

Education is one of the most important issues in today's world. We are living in knowledge driven societies. Students learn everything from primary school all through university. They always want to improve themselves at each stage of this education process. When they finish their Bachelor education in university, they start to search for new improvements. Master programs help them, and they offer specializing in one certain area. These Master programs offer new possibilities, thus students want to be participants of them and make their own future better. Society needs such brilliant minds in order to develop further. Today, however, we can see many students from all over the world quitting their studies after their Bachelor. Many of them may be called brilliant, and they would want to continue to develop themselves further. But they start working instead of continuing their Master program. In chapter provides ideas and suggestions on the organization of training of Distance Education Experts (DEE) using the experience of HHH University in Cloud University.

Platform for Analysing and Encouraging Student Activity on Contest and E-learning Systems

2018 ◽  
Vol 12 ◽  
pp. 85-98
Author(s):  
Bojan Kostadinov ◽  
Mile Jovanov ◽  
Emil STANKOV
Keyword(s):  
Machine Learning ◽  
Data Collection ◽  
Educational Policy ◽  
Learning Systems ◽  
Data Sources ◽  
Or Education ◽  
Student Activity ◽  
The World ◽  
E Learning ◽  
Analyse Data

Data collection and machine learning are changing the world. Whether it is medicine, sports or education, companies and institutions are investing a lot of time and money in systems that gather, process and analyse data. Likewise, to improve competitiveness, a lot of countries are making changes to their educational policy by supporting STEM disciplines. Therefore, it’s important to put effort into using various data sources to help students succeed in STEM. In this paper, we present a platform that can analyse student’s activity on various contest and e-learning systems, combine and process the data, and then present it in various ways that are easy to understand. This in turn enables teachers and organizers to recognize talented and hardworking students, identify issues, and/or motivate students to practice and work on areas where they’re weaker.

scholarly journals Aspectos importantes de los proyectos ict4d, hacia un modelo para la evaluación de calidad

2009 ◽  
Vol 8 (1) ◽  
pp. 31
Author(s):  
Peter Mozelius ◽  
Henrik Hansson ◽  
Evelyn Kigozi Kahiigi ◽  
Love Ekenberg
Keyword(s):  
Sri Lanka ◽  
Information And Communications Technology ◽  
Communications Technology ◽  
E Learning

<p align="left">La Tecnología de Comunicación e Información para el Desarrollo [Information and Communications Technology (ict4d)] es un enfoque adoptado para mejorar las condiciones socioeconómicas en países pobres. Esta incluye <em>e-learning</em>, <em>software </em>abiertos y cerrados, e-democracia, medios digitales, e-gobierno, capacidad de construcción y desarrollo de infraestructura. Billones de dólares son invertidos en dichos programas, financiados por organizaciones internacionales de beneficencia, agencias financiadas por el Estado, y compañías multinacionales privadas. Algunos problemas bien conocidos son la falta de infraestructura, el crimen, y la falta de adaptación a los contextos socioculturales. Es un campo multidisciplinario, con múltiples acreedores, y un campo multimedia complejo, con un marco teórico emergente.</p><p align="left">Este ensayo identifica y examina aspectos de calidad importantes de los proyectos ict4d y provee ejemplos empíricos para ilustrar cada aspecto. La pregunta general de este estudio es: ¿Qué hace que algunos proyectos ict4d sean más exitosos que otros? Basados en la experiencia personal del autor, con proyectos en Sri Lanka, Uganda y Vietnam, así como en análisis de otros proyectos, los siguientes aspectos de calidad son considerados como cruciales para la implementación exitosa de la ict (Tecnología de Comunicación e Información) en proyectos de desarrollo: 1) Necesidades locales auténticas; 2) Propiedad local; 3) Limitaciones reales; 4) Redes de aptitudes; 5) Estrategia de comunicación; 6) Horizonte de planeación; 7) Documentación/resultados medibles; 8) Recursos y sustentabilidad; 9) Diversión/Motivación. La importancia de los aspectos mencionados es discutida y explicada en este artículo.</p><p align="left">Las áreas temáticas identificadas proveen una base para un modelo emergente, previsto para ser útil en la fase de diseño y planeación, y para la evaluación y monitoreo de los proyectos ict4d.</p>

scholarly journals Facing Challenges of Covid-19: The Perspective of China and Ethiopia Educational Institutions

2021 ◽  
Vol 6 (1) ◽  
pp. 62
Author(s):  
Chen Chang ◽  
Getaye Aytenew
Keyword(s):  
Distance Learning ◽  
Review Paper ◽  
Review Literature ◽  
Educational Institutions ◽  
Academic Institutions ◽  
Learning Challenges ◽  
The World ◽  
The Status ◽  
E Learning ◽  
Learning Platforms

<p>Concerning the fast spread of COVID-19, countries all over the world have closed academic institutions to stop the pandemic. It is now apparent that students and teachers require other options that have to be more versatile, easily accessible, and support the current technologies and conditions to face the unpredictable future. From the review, literature disclosed that universities throughout the globe are establishing and implementing electronics learning platforms as a basic need in academic institutions. This manuscript aimed to assess the status of electronics learning in China and Ethiopian educational institutions to counter the challenges of the closure of schools because of the outbreak of the pandemic. The paper highlights concerning e-learning in the sense of China and Ethiopia, e-learning challenges, and successful experiences. This review paper also suggests educators use e-learning and distance learning as a necessity to advance learning, particularly during this pandemic season.</p>

scholarly journals Implementasi Pendidikan Akhlak Integratif-Inklusif

2020 ◽  
Vol 12 (01) ◽  
pp. 37-48
Author(s):  
Muhammad Syafiqurrohman
Keyword(s):  
Moral Education ◽  
Inclusive Education ◽  
Extracurricular Activities ◽  
Human Life ◽  
Scientific Field ◽  
Educational Process ◽  
The World ◽  
Character Style ◽  
Scientific Fields ◽  
Education Process

Integrative-inclusive moral education can be interpreted as a formulation of a broad and holistic moral education process. Moral education materials can work together with all subjects, school culture, extracurricular activities, and even with the community. It is said that the integrative scientific structure does not mean that the various sciences are merged into an identical form of science, but rather the character, style, and nature of the science are integrated in the unity of the spiritual material dimensions, revelation, secularl-religion, physical-spiritual, and the world hereafter. Integration requires the existence of a relationship or unification or synchronization or greet each other or alignment between each existing scientific fields. Each scientific field cannot stand alone, without greeting each other with other scientific fields. While inclusive education, is a matter relating to many aspects of human life based on the principles of equality, justice, and individual rights. So integrative-inclusive education means that an educational process must cover a broad and comprehensive scope. Integrative-inclusive moral education has a holistic scope. Keywords: Moral education, integrative-inclusive   Abstrak Pendidikan akhlak integratif-inklusif dapat dimaknai sebagai suatu rumusan proses pendidikan akhlak yang dilakukan secara luas dan holistik. Materi pendidikan akhlak dapat bersinergi dengan seluruh mata pelajaran, budaya sekolah, kegiatan ekstrakurikuler, serta dengan komunitas. Dikatakan struktur keilmuan integratif bukan berarti antara berbagai ilmu tersebut dilebur menjadi satu bentuk ilmu yang identik, melainkan karakter, corak, dan hakikat antara ilmu tersebut terpadu dalam kesatuan dimensi material spiritual, akal-wahyu, ilmu umum-ilmu agama, jasmani-rohani, dan dunia akhirat. Integrasi menghendaki adanya hubungan atau penyatuan atau sinkronisasi atau saling menyapa atau kesejajaran antar tiap bidang keilmuan yang ada. Setiap bidang keilmuan tidak dapat berdiri sendiri, tanpa saling menyapa dengan bidang keilmuan yang lain. Sedangkan pendidikan inklusif, merupakan suatu hal yang berkaitan dengan banyak aspek hidup manusia yang didasarkan atas prinsip persamaan, keadilan, dan hak individu. Maka pendidikan integratif-inklusif memiliki makna bahwa suatu proses pendidikan harus mencakup ruang lingkup yang luas dan menyeluruh. Pendidikan akhlak secara integratif-inklusif memiliki cakupan yang menyeluruh dan holistik. Kata Kunci: Pendidikan akhlak, integratif-inklusif

Enhancing the management of unstructured data in e-learning systems using MongoDB

2015 ◽  
Vol 49 (1) ◽  
pp. 91-114 ◽  
Author(s):  
Milorad Pantelija Stevic ◽  
Branko Milosavljevic ◽  
Branko Rade Perisic
Keyword(s):  
Service Oriented Architecture ◽  
Structured Data ◽  
Learning Systems ◽  
Unstructured Data ◽  
Development Effort ◽  
Content Type ◽  
Learning Platform ◽  
Service Oriented ◽  
E Learning ◽  
Learning Platforms

Purpose – Current e-learning platforms are based on relational database management systems (RDBMS) and are well suited for handling structured data. However, it is expected from e-learning solutions to efficiently handle unstructured data as well. The purpose of this paper is to show an alternative to current solutions for unstructured data management. Design/methodology/approach – Current repository-based solution for file management was compared to MongoDB architecture according to their functionalities and characteristics. This included several categories: data integrity, hardware acquisition, processing files, availability, handling concurrent users, partition tolerance, disaster recovery, backup policies and scalability. Findings – This paper shows that it is possible to improve e-learning platform capabilities by implementing a hybrid database architecture that incorporates RDBMS for handling structured data and MongoDB database system for handling unstructured data. Research limitations/implications – The study shows an acceptable adoption of MongoDB inside a service-oriented architecture (SOA) for enhancing e-learning solutions. Practical implications – This research enables an efficient file handling not only for e-learning systems, but also for any system where file handling is needed. Originality/value – It is expected that future single/joint e-learning initiatives will need to manage huge amount of files and they will require effective file handling solution. The new architecture solution for file handling is offered in this paper: it is different from current solutions because it is less expensive, more efficient, more flexible and requires less administrative and development effort for building and maintaining.

Readiness for Online Learning of Teachers of Secondary Schools in the Division of Antique

2021 ◽  
Vol 12 (1) ◽  
pp. 120-120
Author(s):  
Edward E. Baña ◽  
Runato A. Basañes, PhD
Keyword(s):  
Online Learning ◽  
Strategic Plan ◽  
Information And Communications Technology ◽  
Children And Youth ◽  
Communications Technology ◽  
Learning Spaces ◽  
Digital Platforms ◽  
School Year ◽  
The World ◽  
Online Learning Readiness

In the advent of CoViD 19 pandemic, education sector around the world try to ensure learning continuity for children and youth through different learning delivery modalities. In most cases, efforts involve the use of various digital platforms featuring educational content, and a variety of educational technology (EdTech) solutions to keep communication and learning spaces as open and stimulating as possible (Moreno & Gortazar, 2020). Realizing the advantages of online learning deliviery of lessons, this study study aimed to determine the readiness of teachers for online learning in the Division of Antique for School Year 2020-2021 as basis for the development of a strategic plan for effective adoption of of online. Specifically, it sought answers to the following questions: Keywords: Online Learning Readiness, Information and Communications Technology, ICT Strategic Plan

Harnessing Cloud Computing Services for E-Learning Systems in Higher Education

2019 ◽  
Vol 15 (2) ◽  
pp. 18-30
Author(s):  
Abderrahim El Mhouti ◽  
Mohamed Erradi
Keyword(s):  
Higher Education ◽  
Cloud Computing ◽  
Learning Systems ◽  
Learning And Teaching ◽  
Computing Services ◽  
E Learning ◽  
Cloud Computing Services ◽  
Learning Platforms ◽  
Basic Infrastructure ◽  
Common Architecture

The use of e-learning suggests the use of ICT to enhance the quality of learning and teaching. However, many higher education institutions, does not have e-learning platforms, resources and infrastructure necessary to implement this type of training. This is due to the need for high cost of basic infrastructure and applications challenges related projects it has to face. This article puts forward an overview on what is the current state of the use of cloud computing in e-learning in higher education context, where the use of computers is increasingly intensive. The article analyzes e-learning systems challenges and trends, the convenience of cloud computing for e-learning and the key benefits of e-learning on the cloud. The article exposes also some application solutions using cloud computing in e-learning for higher education, by presenting the most common architecture that has been adopted. Finally, this article discusses issues related to the implementation of cloud-based e-learning systems and presents some potential ways to overcome them.

E-learning systems reengineering

2008 ◽  
pp. 175-196 ◽  
Author(s):  
Lahcen Oubahssi ◽  
Monique Grandbastien
Keyword(s):  
Software Component ◽  
Learning Systems ◽  
Reference Models ◽  
Learning Platform ◽  
E Learning ◽  
Learning Platforms ◽  
Global Cycle

In this chapter we propose functional specifications and a component-based architecture for designing e-learning platforms. An important feature is that the proposed specifications and architecture are based on the experience gained in an e-learning company and result from a reengineering process. To guide the reengineering process, we used two reference models, which are the e-learning global process and the e-learning global cycle. The functional specifications are described according to the e-learning global cycle phases and they are used to propose a software component based architecture. The proposed kernel of components was completed with services to allow interoperability and standard compliance between several e-learning platforms. We hope that this case-study exemplifies e-learning platform suppliers’ needs and available pragmatic solutions. We conclude on foreseeable evolutions of e-learning actors needs and practices and on new platform features for fulfilling such needs.

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